Understanding Instructor Nonverbal Immediacy, Verbal Immediacy, and Student Motivation at a Small Liberal Arts University

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Stephen A Furlich


Abstract Instructor communication behaviors and student motivation to learn relationships were studied at a small liberal arts university. Specifically, relationships between instructor nonverbal immediacy, verbal immediacy behaviors and student motivation to learn were measured. Only instructor verbal immediacy behaviors had a significant linear regression relationship result with student motivation to learn. These results from a small liberal arts university are discussed in reference to previous research that measured these variables primarily at research universities. The results and implications are addressed for instructors and administrators.


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Furlich, S. A. (2016). Understanding Instructor Nonverbal Immediacy, Verbal Immediacy, and Student Motivation at a Small Liberal Arts University. Journal of the Scholarship of Teaching and Learning, 16(3), 11–22. https://doi.org/10.14434/josotl.v16i3.19284
Author Biography

Stephen A Furlich, Texas A&M University-Commerce

Assistant Professor Department of Literature & Languages Texas A&M University-Commerce


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